Covid-19 ICU remote-learning course (CIRLC): Rapid ICU remote training for frontline health professionals during the COVID-19 pandemic in the UK

Abstract

Background The unprecedented increase in critically ill patients due to the COVID-19 pandemic mandated rapid training in critical care for redeployed staff to work safely in intensive care units (ICU). Methods The COVID-19 ICU Remote-Learning Course (CIRLC) is a remote delivery course developed in response to the pandemic. This was a one-day course focused on the fundamentals of Intensive Care. The course used blended learning with recorded lectures and interactive tutorials delivered by shielding and frontline ICU trained professionals. The course was developed within one week and piloted at three NHS Trusts. It was then made publicly available free of charge to redeployed healthcare professionals across the UK and Ireland. An iterative cycle of improvement was used to update the course content weekly. A course confidence questionnaire with quantitative and qualitative questions was used to evaluate effectiveness. Data is reported as n (%), means (SD) and thematic analysis was used for the open questions. Results 1,269 candidates from 171 organisations completed the course, with 99 volunteer trainers. 96% of respondents rated the course as very or extremely useful. 86% rated the online platform as excellent. Overall confidence improved from 2.7/5 to 3.9/5. Qualitative data showed that the course was pitched at the appropriate level, accessible and built clinicians confidence to work in intensive care. Conclusion This model of educational delivery with a rapid iteration cycle was a pragmatic, effective solution to knowledge-based training under social distancing measures. Whilst full course evaluation was not possible, we believe that this work demonstrates practical guidance on educational response in a pandemic as well as highlighting the altruistic nature of the critical care community.

Redeployment and training of healthcare professionals to Intensive Care during COVID-19: a systematic review

“…From the eleven research studies included in the review, sample sizes ranged from ten (Marks, Edwards, & Jerge, 2020) to 1269 (Camilleri et al, 2020). One study reported 59% (N=19) of participants were male, and 41% (N=13) female (Payne, Rahman, Bullingham, Vamadeva, & Alfa-Wali, 2020).…”

“…Additionally, staff providing care specifically to COVID-19 patients required an introduction to diagnosis and anticipated patient needs. These included prone and positioning, maintaining vascular catheters and dialysis circuits, sedation, and administering vasoactive medication (Camilleri et al, 2020; Doussot et al, 2020; NHS England & NHS Improvement, 2020b). Redeployed staff was also often asked to liaise with families and required training on communicating bad news (Payne et al, 2020).…”

“…Most courses used blended approaches (theory + practice) and were collaboratively designed by a variety of clinical educators, intensive care experts and frontline staff (Camilleri et al, 2020; Hettle et al, 2020; Jansen et al, 2020; Riggall & Smith, 2015). Staff found it particularly useful when course content and practical sessions were repeated over time in consecutive sessions, rather than receiving an overwhelming amount of information in one session (Marks et al, 2020).…”

“…Training development and delivery could be helped forward by recruiting as facilitators staff who were shielding or had recently retired (Camilleri et al, 2020). Elder clinicians or those with other risk factors for severe COVID-19 infection could contribute to the pandemic response by leading simulation-based education sessions.…”

“…Training formats included online videos; live webinars; webcasts of conference presentations from previous years; podcasts and blogs to discuss recent publications; and infographics presenting main results (Fawcett, Charlesworth, Cook, & Klein, 2020). Online learning formats allowed staff to access material at their own pace and check understanding, however, there was a need for practical follow-up sessions to consolidate learnings (Camilleri et al, 2020; Hettle et al, 2020; Marks et al, 2020).…”